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Full text of "Arts Corps : the first three years"

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1 HE ARTS HAVE LONG BEEN AN INTEGRAL AND VIBRANT PART 
OF OUR NATION'S CULTURAL HERITAGE. In ITS MANY FORMS, ART 
ENABLES US TO GAIN A DEEPER UNDERSTANDING OF OURSELVES AND 
OF OUR SOCIETY. PROVIDING US WITH A UNIQUE WAY 
TO LEARN ABOUT PEOPLE OF OTHER CULTURES, IT ALLOWS US TO 
DISCOVER ALL THAT WE HAVE IN COMMON. At ITS BEST, ART CAN 
BEAUTIFY OUR CITIES, ENCOURAGE ECONOMIC DEVELOPMENT 
AND SOCIAL CHANGE, AND PROFOUNDLY AFFECT THE WAYS WE 
LIVE OUR LIVES. 



William Jefferson Clinton 
The White Hoi 



Arts Corps 

Digitized by theHnternet Archive 
in 2012 wftttfdnding from 

The National Endowment For the A«s 

Boston Library Coasoitium Member Libraries 

The National Assembly of Local Arts Agencies 



http://archive.org/details/artscorpsfirstthOOnati 





Contents 



About Arts Corps 4 

A Message from Jane Alexander 6 

A Message from Robert L. Lynch 7 

Dance 9 

Folk Arts 17 

Literature N 

Media Arts 27 

Music 37 

Theater 45 

Visual Arts 51 

Appendix 52 




About Arts Corps 



Arts Corps was established to bring the arts 
to America's rural and inner city areas, creating 
opportunities for both artistically underserved 
communities and the country's finest graduate 
students in the arts. Arts Corps was born when 
a partnership between the two was created dur- 
ing the summer of 1992. Since then, nearly 60 
local arts agencies across the United States have 
spent six weeks of the sum- 
mer working with talented 
artists in a variety of disci- 
plines: dance, folk arts, liter- 
ature, media arts, music, 
theater and visual arts. 

As artists, the Arts 
Corps students perfect 
their art forms and bring 
their talents to others in the 
community; as students, they learn from the 
unique qualities communities have to share. 
They are also able to share their talents with 
those in correctional facilities, hospitals, juve- 
nile delinquency centers, safe houses and alter- 
native schools. The residencies give a student 
the chance to experience life in another part of 



KEY TO MAP 

* Arts Corps sites 
■ Participating Schools 



the United States, learn new approaches to his 
or her art, and be inspired by new surround- 
ings, cultures and friends. 

Arts Corps students reach into even - cor- 
ner of a community and touch many lives. In 
turn, the community and those in it donate 
time and energy to the Arts Corps program: 
local arts agencies host the students and incor- 
porate the residencies into 
summer programming; 
families in town offer hous- 
ing; businesses provide 
supplies and equipment; 
and performances take 
place in local schools, 
parks, recreation centers, 
town halls, public libraries 
and art centers. 
Three years after its inception. Arts Corps 
has reached 58 communities in more than 39 
states in the country. The residents of these 
communities— ranging in number from 200 to 
^ million— have had experiences described by 
participants as life-changing. And this is just 
the beginning. 



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Jane Alexander 

Chairman of the National Endowment for the Arts 



These are the stories of pioneers. 

The graduate students who have participated in 
the Arts Corps program are the first group of 
artists to go to live and work in residencies in 
new and different communities to share their 
skills, to teach and learn, to connect through the 
arts. A poet from the Iowa Writers' Workshop 
goes to Scottsbluff, Nebraska; a dancer from 
Ohio State lives and works with the people of 
Winfield, Kansas; a filmmaker from the State 
University of New York at Buffalo teaches the 
people of McCormick, South Carolina, how to 
use video to tell the story of their town. 

Arts Corps is a telling example of how the 
arts widen horizons, give us insight into our 
lives, and bring us together to build community. 
For the artists who were selected to be the first 
members of the Corps, the experience has 
proven to be enriching for their careers, their 



artistry, and their personal growth. For the 
people in towns like Kodiak, Alaska, and 
Hopkinsville, Kentucky, and Duncan, Okla- 
homa, having a working artist in residence adds 
depth to their lives. Arts Corps benefits all who 
participate, coloring the harmony between artist 
and community, contributing inwardly to 
character, and outwardly to culture. 

Arts Corps is one of the more measurable 
success stories of government leadership and 
partnership - particularly the good work of the 
National Assembly of Local Arts Agencies - to 
make the arts happen for people. The true 
signs of its achievement are the dozens of 
artists and thousands of people in small towns 
who will never forget that summer when they 
came together and were touched by the power 
and beauty of human expression that can only 
happen through the arts. 



Robert L. Lynch 



President & CEO of the National Assembly of Local Arts Agencies 



IN EVERY STATE, EVERY COMMUNITY', every 
corner of the United States, citizens come 
together and work to create a climate in which 
the arts can thrive. Sometimes these citizens cre- 
ate organizations called local arts commissions 
or municipal offices of cultural affairs. These 
local arts agencies support and develop cultural 
activities for the citizens, for their children, for 
their neighbors, and for their communities. 

Over the last three years, nearly 60 such 
organizations have enthusiastically accepted into 
their respective communities a gifted graduate 
student artist carefully selected through the 
painstaking review process of the National 
Endowment for the Arts. These local arts agen- 
cies, primarily located in very rural areas, have 
provided eager audiences, challenging settings, 
small town hospitality and great respect for the 
creative energy of the visiting artists. The pro- 
gram that makes this wonderful match happen 



is Arts Corps. The result has been an over- 
whelmingly positive response from both the par- 
ticipating communities and the visiting artists. 

The presence in such small communities of a 
visiting creative force again and again inspired an 
outpouring of energy and community com- 
raderie. It often launched a number of newly 
motivated budding young artists for the commu- 
nities as well. The graduate students who partici- 
pate in Arts Corps step into communities each 
rich with a unique cultural heritage. The student 
artists not only give to the community but in 
turn discover new cultures, new art concepts, 
new landscapes and arc enriched by what they 
find. 

Arts Corps is a small jewel of a program that 
changes lives. The National Assembly of Local 
Arts Agencies is proud to work with the National 
Endowment for the Arts to bring this project to 
Americans throughout our country. 





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Monmouth, Illinois 
Monmouth Area Arts Council 
Michele Owens-Pearce, Student 

Michele Owens-Pearce brought enriching 
experiences in dance to the residents of 
Monmouth, a town of 19,000 located in the 
rural western part of the state. Michele, a 
student of the University 
of Utah, worked with the 
Buchanon Center for the 
Arts, and Midge Mason, 
executive director. 

"I worked with children, 
seniors, and individuals 
with disabilities - groups I 
had not previously had the 
opportunity to work with. 
This reaffirmed my belief in 
dance as a means of nurtur- 
ing and empowering the self 
- for any population. The residency also 
brought meaningful movement experiences to 
these groups that have not danced before. 

"Through people with disabilities perform- 
ing in a community concert, heightened 
awareness and education about disability 



This was a wonderful experience 

that I will draw from 

for a long time-it challenged 

and strengthened me. 

As a teacher, speaker 

and choreographer; 

it opened my mind to 

the potential of community spirit. 



issues was provided. Watching these individu- 
als perform reveals their creativity, artistry and 
humanity. For many of these performers, it 
was the first time that they had ever performed 
on stage or received applause and support 
from the community at large. 

"The friendships and professional relation- 
ships that I created in 
Monmouth will remain with 
me for the rest of my life." 



-Jane Setteducato 



Spencer, Iowa 

Spencer Area Arts Counc ii 

Jane Setteducato, Studi \ i 

With a desire to expose 
the community 10 modern 
dance, Jane Setteducato trav- 
eled to Spencer, a town of 
12.000 residents located in 
the Northwest portion of the 
state. A student of Bennington College in 
Vermont, lane worked with the Spencer Area 
Arts Council, and us director, Debbie Johnson 
"At the YMCA, I am teaching students 
modern dance. They've been exposed to ballet, 
tap. jazz and gymnastics bm no modern. \er\ 



Monmouth, Illinois • Spencer, Iowa • Winfield, Kansas • Marksville. Louisiana • Norfolk. Nebraska • Jamestown. North Dakota • Mi 



10 




little anaiomy 
and a little cre- 
ative movement. 
I also teach a 
class for adults 
with an emphasis 
on modern and 
body awareness." 
Jane's love of 
modern dance 
even reached 
high school foot- 
ball players. "We're trying an athletic 
approach with the football players that inte- 
grates (sneakily) dance ideas: warm-up with 
stretching, an aerobic segment, anatomically 
informed strength work, and alignment. We 
may eventually try to get them to move with 
the music. 

"And the work with the seniors at the 
senior center is amazing. I'm so excited to talk 
to them and hear specific stories about their 
lives and use it as source material for future 
work - stories about floods and human 
tragedy and how people rise above hardship." 

Winfield, Kansas 

Winfield Arts and Humanities Council 

Kris Cross, Sti di n i 

"My goal was to plant seeds for ways that 
dance could continue in the area after my resi- 
dency ended." With that, Kris Cross set out to 
the community of Winfield, a town of 1 1,400 
residents located near the Oklahoma border. 



She worked with the Winfield Arts and 
Humanities Council and Ruth Ann Year}', its 
executive director. 

Kris, a student of The Ohio State Univer- 
sity, worked on a variety of projects. Her major 
project consisted of creating a multi-generational 
movement piece, reflective of the community. 
There were 18 people in the cast, ranging in 
age from 9 to 73 years. Only one member had 
any formal dance training. "1 was fortunate to 
work with a diverse group of community mem- 
bers. The cast consisted of people from all 
walks of Winfield." 

Marksville, Louisiana 

Arts and Humanities Council 

of Avoyelles Parish 
Brooke Kidd, Student 

Brooke Kidd, a student of The American 
University, traveled to Marksville, a town of 
5,500 residents located in the center of the state. 
She worked with the 
Arts and Humanities 
Council of Avoyelles 
Parish and Linda 
Borderlon, its execu- 
tive director. 

As part of the 
council's summer arts 
camp for youth, Brooke 
choreographed for the 
music-theatre produc- 
tion "Oliver." She also 
conducted community 




lorth Dakota • La 



Madison, South Dakota • Corsicana, Texas • Woodstock, Vermont • Monmouth, Illinois • Spencer, Iowa • Winfield 1 



dance classes for senior citizens, youth groups 
and developmentally disabled individuals. 

Historically, the area is known for the 
Tunica-Biloxi Indians, one of the oldest tribes 
in the United States. For a final performance, 
Brooke created a community dance celebration 
that took place on the ceremonial mound at 
the Marksville Prehistoric Indian Site Park 
titled, Sacred Bayou: A Dance Story About Life 
and People in Louisiana. 

The event featured several women from the 
Tunica Reservation and members of the com- 
munity. The dance honored 
the sacred space and the her- 
itage of Native American 
dance styles. 

"1 was reminded once 
again that dance is a fun, 
valuable and powerful means 
for community cohesion and 
expression. This is extremely 
important to me as I have 
come to know that human 
connections - and ways we 
can make them happen - are of utmost impor- 
tance, for all communities, large or small." 

Norfolk, Nebraska 
Norfolk Arts Center 
Jane Trainer, Student 

Jane, a student of University ol Illinois at 
Champaign-Urbana, traveled to Norfolk, a 
town of 22,000 residents located in the hearl 
of northeast Nebraska. She worked with the 



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I think this is a wonderful project 

that brings emerging artists 

into a community to share 

and expand their craft. 

I discovered new ways 

of explaining what I do 

and was able to 

convince people to dance. 

-Brooke Kidd 



Norfolk Arts Center and Georgia Wyatt, its 
assistant director, to help local residents 
record and express their impressions about 
life through dance. 

One of the mam prod- 
ucts of Jane's stay was a 
concert titled. We Can 
Dance If We Want To. The 
performers were from a 
wide spectrum ot the com- 
munity: high school football 
players, the girls' basketball 
team, drama and dance stu- 
dents and senior citizens. 
For the seniors. Jane chore- 
ographed a piece with five 
women to the sound of Elvis Preslev s Love Me 
Tender and a large group piece involving 
three rocking chairs, social dance steps, and 
line dancing 

"I discovered that Norfolk's town slogan is: 
A Slice of the Good Life.' 1 tound this oppor- 
tunity to be enriching and lull ol learning 
activities. The community responded so fully 
that 1 was actuall) over-stimulated. It was an 
incredible affair...." 



11 



Kansas • Marksville, Louisiana • Norfolk, Nebraska • Jamestown, North Dakota • Minot, North Dakota • Lancaster. Pennsylvania • Madison. South 



12 



Jamestown, North Dakota 
Jamestown Fine Arts Association 
Martha Hess, Student 

Martha Hess set out to 
teach workshops that encour- 
aged members of the com- 
munity to share their own 
creative voices and discover 
new ways of seeing the world 
through dance. A student of 
the Texas Women's Univer- 
sity, Martha traveled to 
Jamestown, a town of 15,500 
residents located in the 
southeast section of the 
state. She worked with the 
Jamestown Fine Arts Associ- 
ation and Lola Serklund, its 
executive director. 

Her students used text, 
visual art, and music as well 
as sights and sounds from 
their surroundings as part of 
their dance making process. 
They also incorporated 
words into their dancing 
that were excerpted from 
their own poems, stories and 
conversations. 

"Something in each les- 
son reaches somebody. The 
children enjoy the music, the movement, the 
sound of instruments, or they find it fun just 
to watch. The learning process involves more 





than one sense to capture things," Martha stat- 
ed. "We need to feel textures, hear sounds and 
see things along with movement." 

Minot, North Dakota 
Minot Area Council 

of the Arts 
Kristi Spessard, Student 

"To strengthen dance in 
the Minot area." This was the 
goal for Kristi Spessard's res- 
idency in Minot, a commu- 
nity with 34,000 residents. 
The Minot Area Council of 
the Arts offers programming 
to the surrounding area, 
encompassing almost a quar- 
ter of the state. So strength- 
ening dance in the 'Minot 
area' was no small feat. 

Kristi led workshops 
for dancers, school teachers, 
and groups of artists. She also 
worked with young skaters, 
dancers, and developmental- 
ly disabled individuals. A stu- 
dent of The Ohio State 
University, Kristi teaches 
dance with a mix of move- 
ment, voice and music. "I 
' love to teach," Kristi says. 
"It's one of the most rewarding aspects of danc- 
ing. You keep learning about yourself and 
dance when you teach." 



orsicana, Texas • 



>nmouth, Illinois • Spencer, Iowa • Winfield, Kansas • Marksville, Louisiana • Norfolk, Nebraska • Jamestown, North 



Additionally, Kristi traveled to other regions of the state. She worked with the Cultural 
in North Dakota to learn about how arts and Council of Lancaster County and Cynthia 
culture interact with economic development in Hummel, its executive director, to strengthen 



rural areas, such as at a 
Native American pow wow. 
Julie Hornstein, executive 
director of the local arts 
agency says, "Kristi's presence 
and leadership served as a cat- 
alyst for encouraging contact, 
improving communications, 
and promoting understanding 
among individuals interested 
in dance as well as between 
dance and the other arts." 

Lancaster, Pennsylvania 
Cultural Council 

of Lancaster County 
Rebecca Lott-Reddick, 
Student 

"When I first arrived, I 
asked the children if they 
had ever attended a dance 
performance. One little girl 
said that she had seen the 
'Nutcracker.' The other chil- 
dren had only watched MTV 
and that was the depth oi 
their experience with dance," 
Rebecca Lott-Reddick recalls. 
A student of The Ohio Stale University, she 
traveled to Lancaster, Pennsylvania, a city of 
55,550 residents located in the southeast part 




The following words best 
describe the adventure: 
Mississippi/Missouri floods, meet- 
ing flood victims, open land, open 
hearts, hot days, warm smiles, 

gravel roads, deer, snakes, 
Wichita's "Cow Town", cook- 
outs, Irish dancing, coffee at the 
bookstore, "you don't lock 
doors here?", goodbye tears, 
long drive home, Mississippi mud 
fields, memories. The Land of Oz 
is real. Thanks. 



and increase students' 
involvement with dance. 

The major component of 
her residency was to fill 
a void in a local school's 
arts curriculum as a dance 
specialist. Her role as a dance 
professional was to intro- 
duce the staff and faculty to 
dance and movement in the 
classroom and to collaborate 
on programming with the 
physical education teacher. 

Rebecca also worked with 
groups of children at area 
recreation centers. "The chil- 
dren loved working in groups 
and performing for one 
another. I tell the students 
that dance or movement is 
part ol everyday life. Just get- 
ting up and walking some- 
where can be a dance." 



-Kris Cross 



Madison, South D\koi \ 
( ommi Mn \\n Coi LEGE 

Arts Assoc iviion 
Karen Stokes, Studeni 

Karen Stokes, a student of the University ol 
California at Los Angeles, traveled to Madison, a 
town ol 6,350 residents, located near the south- 



13 



Dakota • Minot, North Dakota • Lancaster, Pennsylvania • Madison, South Dakota • Corsicana, Texas • Woodstock. Vermont • Monmouth, Illinois • Spe 



14 



east border of the state. 
There she worked with the 
Community and College 
Arts Association to broad- 
en the community's inter- 
est and participation in 
dance. 

Karen taught a variety 
of classes to children, 
teenagers and adults, 
including seniors and 
developmentally disabled 
individuals. The children 
worked on rhythm, 
tempo, and keeping time; 
teen-agers and adults 
were taught different 
styles and techniques. 
During her modern dance 
for senior citizens class, 
participants began by sit- 
ting in chairs, stretching 
and warming up. In her 
movement and dance 
class for individuals with 
disabilities, Karen had the 
class focus on basic 
manipulation of the joints 
and muscles. 

"There is a place for 
dance in a rural communi- 
ty like Madison. There 
were teachers, parents, 
children, and adults who 






all were interested in dance. 
I learned as much from the 
community as they learned 
from me. It was challeng- 
ing, interesting, and enjoy- 
able. I believe those who 
came in contact with the 
program will have a new 
and positive perspective on 
dance in the future." 



Corsicana, Texas 
Navarro Council 

of the Arts 
Ann Foley, Student 

Through dance, Ann 
Foley explored themes 
such as racism, self-image, 
spirituality, attachment 
and loss, confinement and 
freedom. A student of the 
University of California at 
Los Angeles, Ann traveled 
to Corsicana, a town of 
23,000 residents located 
south of Dallas. She 
worked with the Navarro 
Council of the Arts and 
Sylvia Bonin, its executive 
director. 

"My project took the 
form of a workshop in 
experimental movement 
techniques for teens at the 



^infield, Kansas • Marksville, Louisiana • Norfolk, Nebraska • Jamestown, North Dakota • Minot, North Dakota • Lancaster, Pennsylvania • Madison, South 



Corsicana State Home, a cor- 
rectional facility for juvenile 
offenders. I approached the 
workshop as a dialogue 
among equals, where every- 
one was allowed to contribute 
what they felt they could. My 
role was to encourage and 
inspire the students to look 
deeper inside themselves to 
find an authentic source of 
movement. This allowed 
them to express a full range of 
feelings and develop their 
unique personal styles and 
creative potential. 

"This experience strength- 
ened my sense of identity and 
self-esteem by showing me 
what 1 have to offer as an 
artist and humanist. 1 under- 
went a transformation in my 
own character and goals and 
became convinced of the great 
need for practical applications 
of the arts in our country." 

Woodstock, Vermont 
Pentangle Council 

on the Arts 
Meryl Prettyman, Student 

Meryl Prettyman, a stu- 
dent at the University of 

California at Los Angeles, 




What words describe dance? 

Music and movement 

Laughter 

Fluid and smooth 

Jumping 

Beauty 

Expression 

Rhythm and feeling 

Body language 

Art 

Earth 

-Kris Cross 




traveled to Woodstock, a 
town of 3,800 residents locat- 
ed near the New Hampshire 
border. There she worked 
with the Pentangle Council 
on the Arts to expose new 
forms of dance technique to 
the community through 
teaching, choreography and 
performing. 

"I taught at the local dance 
school in Woodstock which, 
each summer, has a 
Summerdance workshop for 
children. I taught the children 
many different movements 
and incorporated them into a 
large group piece that was per- 
formed. The children ranged 
between 8 and 14 years of age 
and were a diverse group. It 
was very challenging for 
me to put together a hip hop 
dance for such a large group of 
children. 

"I can now appreciate all 
the hard work thai goes into 
running a busy arts agency. 
Pentangle does a lot for this 
community and being there 
to work with them wa^. ver\ 
enlightening It is safe to sa) 
that I had an excellent expe- 
rience m Woodstock' 



15 



Dakota • Corsicana, Texas • Woodstock, Vermont • Monmouth, Illinois • Spencer, Iowa • Winfield, Kansas • Marksville, Louisiana • Norfolk, Nebraska • Jamestov 




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ARTS 



Emporia, Kansas 
Emporia Arts Council 
Amy Corin, Student 

"I believe that anyone can sing," states Amy 
Corin. Amy, a student of the University of 
California at Los Angeles, traveled to Emporia 
to prove her point. Emporia, located one and a 
half hours from Kansas 
City, is a community with 
25,500 residents. 

"I proposed to develop 
two music ensembles that 
would allow students to 
learn and to perform 
'old-time American' music. 
One ensemble is for young 
people and the second is for 
adults. The ensembles pro- 
vided an opportunity for 
both singers and instrumentalists to perform." 

Amy also expanded her knowledge of musi- 
cology by talking with older people about songs 
oi their youth or songs that have been passed 
down through their families. Musical traditions say 
so much about the culture of America, she says. 
"Tradition is the way people translate the world." 




hopkinsvtlle, kentucky 
Pennyroyal Arts Council 
Amy Dams, Student 

Amy Davis, a student of the University 
of North Carolina, worked with the Penny- 
royal Arts Council in Hopkinsville and 
Saundra Killigian, its executive director. 
B'-I i«i t Hi / #* Hopkinsville is a commu- 
nity of 30,000 residents 
located in the southwest 
corner of the state. 

Amy sought out carvers 
and qui Iters, fiddlers 
and singers, and others 
who learned their skills 
through hands-on training. 
Through interviews and 
photographs. Amy docu- 
mented and identified the 
folk traditions in the area 

The Pennyroyal Arts Council also hoped 
that the project would be a first step in using 
local folk artists in future programming 
Events could include folk art exhibits, local 
history exhibits using family photos and 
stories, and musical conceits 






Emporia, Kansas • Hopkinsville, Kentucky • Emporia, Kansas • Hopkinsville, Kentucky • Emporia. Kansas 



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ITERATURE 



Catalina, Arizona 

Tucson/Pima County Arts Council 

Mary Ellison, Student 

Mary Ellison, a student of Colorado State 
University, traveled to the desert to help 
students document the oral histories of local 
residents in Catalina. Mary worked with the 
Tucson/Pima County Arts 
Council and Dian Magie, 
its executive director. 

"When 1 first learned 
that I would be traveling to 
the Southwest to do a pro- 
ject documenting the history 



Mary worked with youth to document sto- 
ries, as well as set up a small literary magazine. 
Nightlights in the Desert: A History of Catalina, in 
which the students took on the roles of managing 
editor, reporter, photographer, and historian. 
"The history of Catalina included in this maga- 
zine is by no means complete.... The fact of the 
matter is, the history of 



"I just want the community to 
use me. I'm living in an apart- 
ment now that looks over a 



Catalina is still being written. 



of a rural town, 1 was both 
anxious and excited. Never 
having been to Arizona for 
any length of time prior to 
this trip, I was unaware of 
what Arizona would have to offer. I was 
unaware of the extreme temperatures that 
people have to endure, and also unaware of 
the strength of the individual spirit in the 
people of this desert. I am happy to say that 1 
can appreciate both in a new way, especially 
the latter." 



parking lot. I'm happy at the 

prospect of living in a cabin that's 

on the Feather River. They said 

bring a mountain bike, your fly 

fishing pole and we're ready to 

put you to work. I'm ready." 



-Daniel Voll 



Los Angeles, California 
City of Los Angeles 
Cultural Affairs 
Department 
Dianne See, Student 

A student ol the Univer- 
sit) ot .Arizona, Dianne See 
traveled to Los Angeles and 
worked with the City of 1 os 
Angeles Cultural Alfairs Department, and its 
general manager. Adolfo Nodal. 

Dianne presented writing classes to 
children at various communit) centers In 
each class there was tune to brainstorm, to 
write, to share, and to discuss the writings. I 
use realistic writing as a wa\ to get the stu- 



19 



Catalina, Arizona • Los Angeles, California • Quincy, California • Twin Falls, Idaho • Salisbury. Maryland • Scottsbluff, Nebraska • Twis 



20 




dents interested in a certain subject. Once 
they feel comfortable with this, I encourage 
them to create their own story." 

Dianne worked with students on areas such 
as their senses, speaking, emotions and physi- 
cal feelings. "Being mad, angry, scared, happy, 
having the students act out their feelings. For 
example, they will recall something that made 
them feel very happy. Everyone can get up and 
act that out. Does that mean jumping up and 
down? Telling their parents? Laughing?" 

Dianne had them write down their physical 
reactions, as well as their imagined scenarios 
that could also evoke such feelings. "The pur- 
pose is to get the students to write from these 
physical feelings, to try to connect the emo- 
tions with something tangible, whether it is 
laughing until your stomach hurts, wanting to 
punch someone, or wanting to hug someone." 

Quincy, California 
Plumas County Arts Commission 
ii i Voll, Student 

Daniel Voll, a student of the University of 
fornia at Irvine, traveled to the Northern 



Sierra Nevada mountains and the town of 
Quincy, population 5,000. There he worked 
with the Plumas County Arts Commission and 
Roxanne Burney, its executive director, and 
introduced his writing and his teaching to the 
community. 

Daniel taught at an alternative high school 
designed to keep at-risk students from drop- 
ping out of school. "Our work included creating 
contemporary film scenarios and dramas based 
on Hansel and Gretel, Biblical narratives, and 
classical mythology. A week was spent working 
with students in small groups as they began 




Washington • Lewisb 



lery, Wisconsin • Catalina, Arizona • Los Angeles, California • Quincy, California • Twin Falls, Idaho • Salisbury, 



drafting the movie and soundtrack of their own 
lives." He also worked with a group of youth 
from the nearby Maidu Indian tribe. 

One of Daniel's most intriguing projects 
was directing and producing a 30-minute 
documentary on 83-year-old Lilly Baker, a 
renowned Maidu storyteller and basket- 
weaver. "She is the last of the full-blooded 
Maidu, and this documentary is part of an 
effort to preserve the oral narrative tradition of 
her tribe. The documentary includes Lilly's 
storytelling and her gathering organic materi- 
als from the fields for her basketweaving." 





Twin Falls, Idaho 

Magic Valley Arts Council 

Scarlett Saavedra, Student 

Scarlett Saavedra, a student of the 
University of Alabama, traveled to Twin Falls, 
a city of 53,600 residents located near the 
southern border of the state. She worked with 
the Magic Valley Arts Council, and Karen 
Fothergill, its executive director. 

Scarlett undertook several projects to serve 
community members who are interested in 
writing. The Pen Pals Project, a "creative writ- 
ing school on the road." gave Scarlett an 
opportunity to meet with students in then- 
own homes and surroundings. She then 
matched up the writers with one another, 
forming pen pals. The project operated 
through the mail, prompting writers to contin- 
ue exchanging work, ideas and comments 
with one another Another prqjeel was a jour- 
nal writing workshop for writers and would- 
be writers. Scarlett introduced diar) writing 
techniques that could help the students begin 



21 



Maryland • Scottsbluff, Nebraska • Twisp, Washington • Lewisburg, West Virginia • Amery. Wisconsin • Catalina, Arizona • Los Angeles, California • Quinc 



22 



their own personal writings. 
Scarlett also spent several 
weekends with members of 
the Basque community, 
recording oral histories, folk 
songs and stories. She made 
recordings in Basque and an 
English translation of con- 
versations with the oldest 
living Basque sheep herder 
in Idaho and with an indi- 
vidual who is recognized by 
the Basque as the foremost 
compiler of Basque songs. 

Salisbury, Maryland 
Salisbury - Wicomico 
Arts Council 
Keith Lee, Student 

Keith Lee, a student of 
the University of Indiana, 
Bloomington, traveled to 
Salisbury, a town of 17,000 
residents located near 
the eastern shore of the 
Chesapeake Bay. There, 
Keith worked with the 
Salisbury-Wicomico Arts 
Council and Davina Grace 
Hill, its executive director, 
to bring his writing and 
teaching to the community. 
He also gathered oral histo- 
ries from area residents and 






What is imagination? 

Thinking 

My spark 

My mind wandering 

Feelings being expressed 

Freedom 

Creating something in my mind 

Thoughts that explore 

My heart, mind and eyes talking 

to each other 

A message from my brain 

Life 

-comments 
from community members 




encouraged his students to 
use local and oral history in 
their creative works. 

He taught summer 
school students, worked 
with students at a Bible sum- 
mer retreat program, and 
facilitated a remedial school 
reading program. Many 
short stories and poems were 
collected from these classes 
and arranged into an anthol- 
ogy of students' writings and 
artwork, titled Uncomfortable 
Steps. 

"These works represent 
the raw creativity of students 
who live on the Southern 
Eastern Shore," Keith stated. 
"I hope that each of the stu- 
dents I met, and all students 
in Wicomico County, will 
continue to write about the 
historical and cultural rich- 
ness of the area." 

scottsbluff, nebraska 
West Nebraska 

Arts Center 
Peter Richards, Student 

A student of the Iowa 
Writers' Workshop, Peter 
Richards traveled to 
Scottsbluff, a community of 



California • Twin Falls, 



land • Scottsbluff, Nebraska • Twisp, Washington • Lewisburg, West Virginia • Amery, Wisconsin • Catalina, Arizona • 



20,000 residents situated on 
the North Platte River near 
the Wyoming border. He 
worked with the West 
Nebraska Arts Center and 
Lanny Fiegenschuh, its then 
executive director. There he 
conducted writing and read- 
ing exercises for youth at the 
Scottsbluff Detention Center 
and the Scottsbluff Youth 
Center. These exercises were 
designed to build self- 
esteem, as well as provide a 
safe and productive outlet 
for some of the feelings held 
by these children. 

Peter also worked with 
the Eagle Star Dance Troop, 
an organization that features 
the talents and culture of the 
Lakota youth who reside 
in the area surrounding 
Scottsbluff. He encouraged 
the students to write stories 
and poems from the oral his- 
tories they gathered from 
their parents and grandpar- 
ents. 

A poetry magazine, Ph' 
Ka Ska Wak Pa, was devel- 
oped which highlights some 
of the participating youths' 
poetry. The title is taken 




Spirits 

Up in the sky 

down on the tornado 

jumping all around and 

yelling at people 

Now close your eyes and clear 

your mind 

and picture only the tornado 

the sound of the buffalo running 

the sound of their feet with 

sounds of thunder 

darkness and lightning 

and the sound of the wind that 

shall bring us fright. 

-from Ph Ka Ska Wak Pa 




from the Lakota Sioux 
name for the North Platte 
Valley region of Nebraska. 

Twisp, Washington 
Methow Arts Alliance 
David Kajganich, 
Student 

David Kajganich, a stu- 
dent at the Universitv of 

J 

Iowa, traveled to Twisp, a 
town of 1,500 residents 
located in the northeastern 
part of the state. There he 
worked with the Methow 
Arts Alliance and Laura 
Fine-Morrison, its executive 
director, on a series of class- 
es, workshops, readings, 
and other related events for 
community members who 
have an active interest in 
writing and literature. 

"The most involved ele- 
ment of the project was a 
series of summer-long 
courses on the writing of 
poetry, fiction, and non-fic- 
tion," David described. 
"The courses were de- 
signed lor adults of any 
experience level and includ- 
ed several weeks ol bas 
instruction in critical read- 



23 



Los Angeles, California • Quincy, California • Twin Falls, Idaho • Salisbury, Maryland • Scottsbluff, Nebraska • Twisp, Washington • Lewisburg, West Virgini 



24 



ing skills as well as lectures and exercises in 
the fundamentals of composing. 

"To say that the residency was a success is 
clearly an understatement. For 
those participants who were 
just beginning to write, the 
vast amount of support and 
guidance enabled them to 
make speedy progress through 
the first, and often most diffi- 
cult, stages of working at their 
craft. Directly stated, no writer 
in the valley was forced to 
work in isolation, and the 
benefits of this, the sense of 
collective mission and valida- 
tion, was electrifying." 



Thank you! 

For ideals that if used by me 

will bring more understanding 

and joy to my life and members 

of my family. The old saying 

'Give a man a fish, he eats for 

a day. Teach a man to fish 

and he eats for a lifetime.' 

I feel you have given me 

a gift for life. 

Thank you. 

-to Scarlett Saavedra from 
one of her students 



Lewisburg, West Virginia 
Carnegie Hall, Inc. 
Karen Offitzer, Student 

Karen Offitzer, a student of the University 
of Arizona, traveled to Lewisburg, a town of 



3,800 residents located near the southeast bor- 
der of the state. There she worked with 
Carnegie Hall and its staff. 

Karen worked at a 
public library with nine 
children between the ages 
of 9 and 15. They learned 
about storytelling by writ- 
ing their own short stories 
based on pictures they had 
selected from a book. The 
students also learned how 
to critique each other's 
stories and offer an author 
positive comments and 
suggestions. 

Karens favorite work- 
shop was held at a local 
prison, where she worked 
with 35 women between the ages of 18 and 
58. "Word traveled back to me that the 
psychiatrist at Alderson Prison was very 
pleased with the effects my workshop had on 



mery, Wiscoi 





i • Los Angeles, California • Quincy, California • Twin Falls, Idaho • Salisbury, Maryland • Scottsbluff, Nebraska • Twisp, 



the women. Not only did 
they begin the process of 
recording the important 
events of their lives and 
improving their writing 
skills, I was told that friend- 
ships blossomed and coop- 
eration among the women 
improved during and after 
our workshops." 

Amery, Wisconsin 
Northern Lakes Center 
for the Arts 
Sandra Teichman, 
Student 

Sandra Teichman, a stu- 
dent of Florida State 
University, traveled to 
Amery, a town of 2,700 
residents located in the 
northwestern part ol the 
state near the Minnesota 
border. Sandra worked with 
the Northern Lakes Center 
for the Arts and LaMoine 
MacLaughlin, its executive 
director, on an oral history 
project working with many 
individuals from many back- 
grounds in telling, gathering 
and writing oral histories. 

Sandra describes the par- 
ticipants' work: "Judy is 




"I will never forget the 

incredibly good people of 

this area of Idaho and the lovely 

paradox of literally thousands 

of springs gushing out of the 

canyon's sides, beneath the 

high desert blooming 

with delicate wild flowers. 

A back-country pilot flew me 

over the Sawtooth Range into 

Stanley and McCall and a local 

cowboy poet taught me 

to ride cutting horses." 

-Scarlett Saavedra 



going to work on Chippewa 
Indian stories, Shannon on 
stories about death, Dan 
on Little Falls stories, Helen 
on the former occupant of 
her home, Jim on the old 
hotel, and David on his 
Sarah story.... 

"Dan gives us the names 
of several people who have 
stories: Clifford Adams, who 
worked for the power 
company, a pole climber 
and a person who knows 
some of the Smoky Sylvester 
stories; Dick Olson, who 
can tell about the Dillinger 
gang locking some bank 
employees m the vault 
during a bank robbery....] 
ask Dan if he too doesn't 
have some stories. He smiles 
at me. and he says he proba- 
bly does even though he is 
only 50 years old. He then 
tells a little one, remember- 
ing the last steam tram to 
pass through Amery and 
then another little one about 
playing penny-ante poker 
with other kids while wait- 
ing lor the papers to be 
chopped lor their paper 
routes 



25 



Vashington • Lewisburg, West Virginia • Amery, Wisconsin • Catalina, Arizona • Los Angeles, California • Quincy, California • Twin Falls, Idaho • Salisbury 



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DIA ARTS 



Fort Payne, Alabama 
Big Wills Arts Council 
Michael O'Reilly, Student 

"In doing research on Fort Payne, I learned 
that close by was where Sequoyah had lived 
when he developed the first alphabet for the 
Cherokee language. I have long been fascinated 
with the story of Sequoyah 
and some of the strange and 
distinctive characters he 
developed for his alphabet." 

Michael O'Reilly, a stu- 
dent of Temple University in 
Philadelphia, wrote this 
before stepping foot in Fort 
Payne, a town of 14,000 res- 
idents located in the foothills 
of the Appalachians. 

"I plan to build a 
Cherokee language machine using electronic 
sound equipment. There are 86 symbols/sylla- 
bles m the Cherokee language. If I sample 
each syllable and assign it to a particular key 
(like a musical note), 1 will be able to take a 
piece of written Cherokee, play the sounds in 
their proper order and then have the comput- 




er play them back with the appropriate spacing 
and speed. 

By working with a computer and sound 
equipment Michael created the alphabet key- 
board. "There are very few people in the 
Cherokee community who have ever heard 
Cherokee spoken, and fewer still who actually 
speak it. 1 intend to get this 
system up and running and 
then invite the communit) 
to listen in." 






Kodiak, Alaska 
Kodiak Arts Council 
Maricel Pagulayan, 
Student 

Maricel Pagulayan, a stu- 
dent of the American Film 
Institute in 1 os Angeles, 
traveled to Kodiak. to explore ways in which 
the emerging immigrant populations of 
Filipinos. 1 atmos and Name .Americans there 
can build greater bridges ol understanding 
through the celebration ol art. Kodiak is a 
town oi 0.400 residents Located on Kodiak 
Island m the Gull ol Alaska 



27 



Fort Payne, Alabama • Kodiak, Alaska • Blytheville, Arkansas • Stuart, Florida • Macon, Georgia • Anaconda, Montana • Manchester. Ne 



28 



"With the assistance of community groups, 
three promising media artists were selected to 
participate in an extended training program. I 
introduced basic recording techniques with tape 
decks, microphones, and cables as well as inter- 
viewing techniques, voice 
work and newswriting basics 
for radio. The stories 1 hear 
from the students revolve 
most around the issues of 
family. The family is the cen- 
ter of existence in immigrant 
families, rather than the self." 



"The residency instilled confi- 
dence in each of the participants, 

especially the youth, regarding 
their ability to take control of the 

television medium in order to 

express their own viewpoints and 

concerns - in turn becoming 

more 'media literate' in the age 

of technology." 



In addition to his promotional videos, Long 
worked on a short documentary based on his 
time in Blytheville. "The documentary will focus 
on cultural comparisons between China and 
America - the big city and small town America 
The motivation for me to 
make this documentary is 
that 1 am very impressed by 
the southern charm and 
slow-paced lifestyle, which 
reminds me of when 1 was in 
China, but is quite contrary 
to American big cities." 



Blytheville, Arkansas 
Arts Council 

of Mississippi County 
Long Cheng, Student 

Long Cheng, a student of 
Temple University in 
Philadelphia, traveled to 
Blytheville, a city of 23,000 
where he worked with Rae 
Glidewell, executive director 
of the Arts Council of 
Mississippi County. 

The focus and purpose of 
Long's project was to create 
a documentary video that would promote the 
resources of Blytheville and the surrounding 
area, and become a decisive marketing tool for 
the Arts Council of Mississippi County, the 
redevelopment commission, and the Chamber 
i 'I ( ommerce. 



-Don Bernier 




Stuart, Florida 
Martin County Council 

for the Arts 
Bob Clark, Student 

Bob Clark, a student of 
Florida Slate University, 
worked with the Martin 
County Council for the Arts 
and Mary Shaw, its executive 
director, to create an infor- 
mational video. The video 
will be used by the local arts 
agency as a tool for promot- 
ing Martin County's role in 
the arts, as well as for describing the role of the 
local arts agency, the local cultural center's 
offerings, the economic impact of the arts, and 
how local residents can become more involved 
in the arts. 

"The arts council wanted my help in 



lampshire • Old For£ 



artsmouth, Ohio • Newport, Oregon • Georgetown, South Carolina • McCormick, South Carolina • Post, Texas • Chehalis* 



producing a presentation vehicle, which they 
plan to use as a way to inform and excite the 
local population about the arts events and 
opportunities in Martin County," Bob said. "It 
was decided that an 8 to 12 minute video, 
featuring the local artists dis- 
cussing both their own work 
and the impact of the arts on 
the community, was the 
direction to take. Members 
of the arts council, equipped 
with this video and a large 
screen video projector, will 
show the video, and then 
answer questions and mod- 
erate discussions of the com- 




munity's arts opportunities. 
Also, the video can be sent 
to any interested parties as a 
stand-alone presentation." 



Macon, Georgia 
Macon Arts Alliance 

KlMBERLY McCALL, STUDENT 

The Macon Arts Alliance 
worked to create a video 
documentary on contribu- 
tions African Americans have 
made to the city of Macon and the surround- 
ing communities. Kimbcrly McCall, a student 
of Howard University in Washington. D.C., 
traveled to Macon to work with the local aits 
agency and its stall m order to do just that. 

"I worked primarily on researching. 



"This experience cannot be 
intrinsically measured. I will con- 
tinue to grow from this experi- 
ence for an indefinite period of 
time. I feel that I was provided 
with a unique opportunity to 
interact with a community. The 
individuals I met have and contin- 
ue to be an inspiration to me as 
an artist, but more so as a per- 



preparing interview questions, and setting up 
interviews with local educators, doctors, 
lawyers, businesspersons, and other communi- 
ty leaders who informed the project with their 
various perspectives on African American his- 
tory and culture in Macon. 

"Among questions in- 
cluded in the interview were: 
What was Macon like before 
white settlers arrived with 
their slaves? What type of 
culture did the Africans, who 
were brought to Macon as 
slaves, bring with them ? 
Who were the key people 
that made these contribu- 
tions...? 

"We'll have a better 
future il we learn I torn the 



past." 



Anaconda, Montan \ 
Copper Village Musi i m 

usd Art Center 
David Engleson, Student 
What 1 hope to accom- 
plish during m\ sta) here is 
a series ol \ ideotapes pro 
moting the local arts agency, the town itself, 
and the region." David Engleson, a 
student ol the Universit) ol Wisconsin- 
Milwaukee, said. He worked with the ( opper 
Village Museum and Aits (.enter and Linda 
I albotl. its executive dirooior 



29 



Vashington • Jackson Hole, Wyoming • Fort Payne, Alabama • Kodiak, Alaska • Blytheville, Arkansas • Stuart, Florida • Macon. Georgia • Anaconda. Montana 



30 




local support and increase the cultural aware- 
ness and activities in the community. 

"These video pieces will help garner atten- 
tion to all that is happening here and encour- 
age more support from the state and region. 
It's a beautiful area and the people are great." 

Manchester, New Hampshire 

Federated Arts 

Matthew McElligott, Student 

"For six weeks this summer we turned an 
empty office space in downtown Manchester 
into a public-access digital studio, and intro- 
duced a new medium to people who had 
never thought of the computer as a tool for art. 
We were able to set up a program to reach a 
solid cross-section of the community and 
provide them with what I believe to be a truly 
unique opportunity." Thus began a new 
experience for residents of Manchester, New 
Hampshire, a city of 99,500 residents located 
near the southern border of the state. 

Matthew McElligott, a student of the State 
University of New York at Buffalo, worked with 



Manchester, New Hamp 



"For the regional piece, we will give a brief 
history of the mining and smelting industries of 
the region, how they shaped the economy and 
lifestyles of the people up until their demise. 
The second piece will focus primarily on the 
town of Anaconda itself. The Anaconda Mining 
Company, through their immense smelting 
operations, made this town what it was, a pros- 
perous, modern, booming town of a diverse 
ethnic population. When the smelting plant 
shut down in the early 80s, it left the town dev- 
astated. The third tape will concentrate on the 
Copper Village Museum and Arts Center. We 
will show how the center is working to gain 



New York • Portsmouth, Ohio • Newport, Oregon • Georgetown, South Carolina • McCormick, South Carolina • Post 




the staff at Federated Arts to provide digital 
imaging technology. He worked with five area 
artists, training them, and giving them the tools 
to create their own work. Matthew also worked 
with senior citizens and children and gave them 
the opportunity to experience the technology and 
create art. 

"I have found that creating art on a computer 
is a very non-threatening route to becoming 
comfortable and literate with computer technolo- 
gy. Although a large number of participants had 
never used a computer before the program, by 
the end all had overcome initial fears and distrust 
and were able to speak articulately about basic 
computer procedures. This type of confidence 
carries over into many other aspects of daily life." 

Old Forge, New York 
Arts Guild of Old Forge 
Cheryl Miller, Student 

Cheryl Miller, a student of Columbia 
University, traveled to Old Forge, a town oi 
1,500 in the upper northern section of the state. 
She worked with the Arts Guild of Old Forge 
and Elizabeth McDowell, its executive director. 

"My project had a few components, the 
major one a storytelling and video work- 





shop designed for 

4th to 8th graders. 

Starting with the 

basics of journal 

writing, I had the 

children write down 

their dreams as well 

as gather stories from 

their families and 

friends. From journal 

writing we then 

made the transition 

to storyboarding, 

which is drawing a 

sequence of pictures of how one would video 

the journal entry. The final product will be a 

group-produced video. 

"With this step-by-step process, I hope 
the children will realize that film and the 
media is a construction, and it is highly 
selective. I hope that their perception is 
altered in such a way that they look at T.Y. 
and movies differently. However, the mam 
thing I hope the children receive from this 
workshop is the desire to tell stories, and the 
belief in the interest and importance of their 
own stories." 

Portsmouth, Ohio 
Portsmouth Area Aris Coi n< ii 
John H\rrk. w Sii him 

One ol [ohn Harrigan's first comments 
about Portsmouth was that it was an incredi- 
bly active and supportive community [ohn, a 



31 



Texas • Chehalis, Washington • Jackson Hole, Wyoming • Fort Payne, Alabama • Kodiak. Alaska • Blytheville. Arkansas • Stuart, Florida • Macon, Georgia 



32 



student of the State 
University of New York at 
Buffalo, worked with the 
Portsmouth Area Arts 
Council and the local arts 
agency's staff to share his 
knowledge of media arts 
with this community of 
24,000 residents. 

"I am working with a 
number of groups that serve 
the region on a variety of 
artistic levels in order to document communi- 
ty events. This documentary will serve as a 
record of regional activity, 
but within that record will 
be an indication of commu- 
nity spirit, energy, and 
activism. I have been going 
to rehearsals and public per- 
formances, including behind 
the scenes, opening many 
doors in the community." 

John also taught video 
workshops for adolescents and adults. Coupled 
with this, he ran an outreach program where he 
taught video sessions in some of the small sur- 
rounding towns. 

Newport, Oregon 

Oregon Coast Council for the Arts 

Meryl Perlson, Student 

Meryl Perlson, a student of Temple 
University, traveled to Newport, a town of 





8,500 located on the Pacific 
coast. She worked with the 
Oregon Coast Council for 
the Arts and Sharon 
Morgan, the executive direc- 
tor there. "I couldn't have 
found a better place," Meryl 
said of the location. She 
worked with individuals 
and groups that were inter- 
ested in learning more about 
video. 

"I worked closely with Sharon to design a 
project that could impact many area citizens 
and sustain itself after my 
departure. Rather than cre- 
ate a documentary about a 
single organization or activi- 
ty within the community, 
the goal of my project was 
to provide interested com- 
munity members with the 
knowledge and resources 
necessary to create their 
own media. 

"This experience has taught me quite a bit 
about making art that is meaningful to people, 
and about the role media plays in our lives. I 
am excited that the knowledge and skills I 
share with people can have a positive impact. 
My contact with the residents has not only 
reinforced my desire to continue teaching, but 
it will also affect the way my work is made and 
disseminated." 



"\naconda, Montana • 



lew Hampshire • Old Forge, New York • Portsmouth, Ohio • Newport, Oregon • Georgetown, South Carolina • McCormick 



Georgetown, South Carolina 
Georgetown County Arts Commission 
Dana Briscoe, Student 

"It's a dedicated person who will run 
around a strange county in 100 degree weather 
asking people she never met before to be in a 
film," commented a newspaper reporter from 
the Georgetown Times. This statement speaks of 
Dana Briscoe and her documentary film pro- 
ject in Georgetown, a city of 46,000 located on 
the Atlantic coast. The project was coordinated 
by the Georgetown County 
Arts Commission and Susie 
Shoman, director of the 
commission. A student of 
the Art Institute of Chicago, 
Dana brought her skills to 
the area. 

"I spent my time learning 
as much as I could about the 
history of Georgetown 
County. The film will be 
about individuals but will 
focus on the cultural heritage," Dana says. 
Another aspect of the film highlights the his- 
torical ties of county resi- 
dents to the rivers that flow 
through the area. "The rivers 
played an important role in 
the development ol the 
county from the rice cultiva- 
tion process brought over by 
African slaves, to getting 
goods to the market. Today, 



"Community members cannot 

always financially afford to 

become involved in the arts. 

Many only understand art as a 

painting, dance or song. Arts 

Corps means bringing art to the 

people, young or old, rich or 
poor, and touching all our lives." 

-Susie Shoman 




the rivers are almost forgotten except for recre- 
ational use by boaters and fishermen. I found 
the material fascinating." 

McCormick, South Carolina 
McCormick Arts Council of the Keturah 
Don Bernier, Student 

Don Bernier, a student of the State 
University of New York at Buffalo, traveled to 
McCormick, a town of 1,500 residents located 
on the Georgia border. Don worked with the 
McCormick Arts Council of 
the Keturah, and Patti 
McAbee, the executive direc- 
tor, to introduce community 
video-making to local resi- 
dents. The project culminat- 
ed with a video documen- 
tary titled, McCormick 
County: Yesterday, Today & 
Tomorrow. 

"During the course of 
the six weeks, a group was 
introduced to video-making through several 
intense workshops. Before long, the students 
had settled on a lew ideas 
for the video that primarily 
focused on their feelings 
about growing up in the 
rural South. They decided 
that the bulk ol the lape 
would be a comparison ol 
the older and younger gen- 
erations in \Ia ormick. The 



33 



louth Carolina • Post, Texas • Chehalis, Washington • Jackson Hole. Wyoming • Fort Payne, Alabama • Kodiak, Alaska • Blytheville. Arkansas • Stuart, Florida 



34 



issues to be discussed included racism, the 
educational system (both public and private), 
teenage life in the 1990s compared to that of 
older generations, identity of the local culture, 
and the future of young people 
in the county. 

"1 sensed an overwhelming 
feeling of group effort and sat- 
isfaction with people I had the 
pleasure of working with. Not 
only did the program spark an 
interest in video, but it 
allowed an opportunity to 
strengthen communication 
among people in the county." 

Post, Texas 
Caprock Cultural 

Association 
Charlene Gilbert, Student 

'To me, as an artist, this is 
an opportunity to be in a differ- 
ent place and have different 
experiences than 1 would nor- 
mally have," says Charlene 
Gilbert a student of Temple 
University. "It's a nice change 
from Philadelphia. You just 
don't see the land the way you see it out here." 
Charlene traveled to Post, a town of 4,000 locat- 
ed 40 miles from Lubbock in "cowboy country." 

She worked with the Caprock Cultural 
Association and JoAnn Mock, executive director 
of the local arts agency. "We needed some help 





with production for our cable access channel," 
JoAnn said. "We were just thrilled that we 
could get someone of Charlene's caliber. She's 
already become an integral citizen of this town." 
"The Caprock Cultural 
Association asked me to con- 
duct three two-week classes in 
video production," Charlene 
said. "The target populations 
for the classes are middle 
school children, high school 
students and adults. The last 
week of the project will be for 
advanced consultations and a 
screening of student work." 

When she wasn't teaching, 
Charlene filmed her own 
documentary of Post. 

Chehalis, Washington 
Lewis County Center 
for Civic Activities, 
The Arts and Humanities 
Daniel Friedlaender, 
Student 
The main goal of Daniel 
Friedlaender's project was to 
set up a Media Explorer Post. A student of 
Columbia University, Daniel traveled to 
Chehalis, a town of 6,500 residents located 45 
miles from the Pacific coast. He worked with 
the Lewis County Center for Civic Activities, 
the Arts and Humanities. 

"The Post is designed to offer youth oppor- 



, Montana • Manchester, New Hampshire • Old Forge, New York • Portsmouth, Ohio • Newport, Oregon • Georgetown, Sout 



tunities to work in diverse 
facets of media, offering 
both serious vocational and 
technical training as well as 
historical seminars. By pro- 
ducing and publishing their 
own work, the youth are 
gaining the necessary 
creative and technical skills 
needed to later pursue a 
career in media. The youth 
were from rural areas; they 
were given access to facili- 
ties and training previously 
unavailable. In fact, none of 
the students in the area have 
ever had the availability of 
media professionals and 
equipment for their instruc- 
tion. 

"I found this experience 
very enriching. I experienced 
an area of the country I was 
unfamiliar with and within 
the community I found new 
friends and contacts." 

Jackson Hole, Wyoming 
Cultural Council 
of Jackson Hole 
blrgitte mortensen, 
Student 

"It's beautiful here." 
Birgitte Mortenscn. a student 




"I've always wanted to interact 

with rural communities. 

Arts Corps offers not only 

this essential interaction, 

but demands a critical, 

and ultimately enriching, 

dialogue between the student 

and the community. 

Knowledge and experience is 

exchanged and shared; 

I don't think this is a 

common dynamic in many 

'artistic' circles today." 

•Daniel Friedlaender 




of Temple University in Phil- 
adelphia, was pleased by the 
landscape she saw in Jackson 
Hole, Wyoming. Jackson 
Hole is an isolated Rocky 
Mountain town of 5,500 resi- 
dents. Birgitte worked with 
the Cultural Council of 
Jackson Hole and Candra 
Day, its executive director, 
to provide hands-on training 
in film and video to area 
residents. 

Birgitte taught a video 
workshop for high school 
and college students, giving 
them the assignment of pro- 
ducing a video diary for their 
final project. Some of the 
students created their own 
short films. One taped inter- 
views about individuals' 
grandparents and another 
combined visual images with 
poetry. "The students are 
coming in with varied 
degrees of experience, but 
basically we're starting from 
scratch. It's a very mixed 
group of students I am really 
trying to gel them to focus 
on self-expression through 
video, to help them become 
more artist !■ 



35 



Carolina • McCormick, South Carolina ■ Post, Texas • Chehalis, Washington • Jackson Hole. Wyoming • Fort Payne. Alabama • Kodiak, Alaska • Blythevil 







-.# 







♦ 



m~* 






Selma, Alabama 

Selma-Dallas County Arts Council 

William Knowles, Student 

The Piano Man. After a summer with 
the Selma-Dallas County Arts Council in 
Selma, William Knowles' reputation was set. 
Through his teaching, performances and 
discussions, he was affec- 
tionately known to members 
of the community as the 
Piano Man. 

A student of the Univer- 
sity of Massachusetts at 
Amherst, William set out 
with the goal of exposing 
young people to the history 
and theory of jazz, high- 
lighting it as a uniquely 
American art form. He 
taught hands-on fundamen- 
tals of music through basic percussion 
instruments, xylophones, recorders and voice. 
He also worked with advanced music students 
to improve their understanding oi jazz perfor- 
mance and improvisation techniques. 




William started his piano studies at age 
eight, when his great grandmother gave her 
piano to William's mother. But working with 
young students around the age of eight was a 
new experience for him. "A lot of the stu- 
dents seem to be somewhat familiar with 
jazz, but none of them seem to have heard 
much ol it before," William 
said. "We start out every 
day listening to tapes of 
different kinds of jazz...l 
also play for them a little. 1 
think it's good for ihem 
just to hear the music. It 
helps them develop a taste 
for it. 

1 feel that I'm actually 
reaching some of the kids 
already. Some ol them have 
already grasped the basic 
skills of music. We play games like Call and 
Response'... I call out shoo doop a loop' and 
they repeal it We also play musical chairs 
with the younger children, using |azz music, 
ol course 



37 



Selma, Alabama • Blytheville, Arkansas • Portland, Indiana • Glasgow, Montana • Gallup. New Mexico • Wadesboro, North Carolina 



38 



Blytheville, Arkansas 

Arts Council of Mississippi County 

Pamela Godfrey 

Making music with sticks and stones. A 
barbershop quartet. Traditional flute music. 
Pamela Godfrey, a student of Indiana 
University at Bloomington, covered the bases 
in Blytheville, a city of 23,000. She worked 
with the Arts Council of Mississippi County 
and Rae Glidewell, executive director of the 
local arts agency. Pamela tapped into the com- 
munity's local history and current concerns, 
offering up a range of activities. 

She spent a lot of her time working with 
children in the community who otherwise had 
not had the opportunity to participate in 
musical arts activities. "We are going to make 
music with our hands, our feet, sticks, pipes, 
you name it," Pamela said. "I want to expose 
the children to something they can always do - 
even if they can't afford an instrument." 

Pamela also brought together another con- 
nection she had made with the community: she 




-- . 








succeeded in revitalizing a barbershop quartet 
chorus made up of local citizens. The quartet 
has now grown to nine members and is busy 
performing at local churches and civic clubs. 

"Those of us who worked directly with her 
each day were inspired by her artistry, charmed 
by her delightful personality and motivated to 
continue in our struggle to bring quality art to 
our underserved rural area. The quality of this 
residency was outstanding," Rae said. 

Portland, Indiana 

Jay County Arts Council 

Sangeeta Swamy, Student 

"My purpose was to share music with the 
community by bringing in new, fresh ideas in 
performing and teaching, and by encouraging 
kids to participate in the world of music." 
Sangeeta Swamy, a student of The Cleveland 
Institute of Music, arrived in Portland, with a 
clear sense of her mission. She worked with 
the Jay County Arts Council and Eric Rogers, 
its executive director. 



•uncan, Oklahoma • Som a • Pawtucket, Rhode Island • Selma, Alabama • Blytheville, Arkansas • Portland, Indiana • Glasgow, Montana • Gallup, 




"The placement of Sangeeta in residence 
with our organization provided a very special 
enhancement to our string program," Eric 
stated. "We were able to provide additional 
classes, lessons and master ensemble sessions 
for many of our current students. We also 
reached hundreds of young people outside the 
program through Sangeeta's demonstrations." 

"The most important goal I had was to 
make a real impact on the community of 
Portland and the arts council. This was very 
easy to do, as the staff and students were so 
enthusiastic and eager to make the summer 
exciting and productive," Sangeeta says. 
"Most of the personal gain 1 achieved, 
besides the teaching and playing experience, 
is in the satisfaction of knowing that i made 
a difference in the community ol Portland by 
helping their program add new dimensions." 

Glasgow, Montana 

Fort Peck Fine Arts Council 

Joshua Bayer, Student 

"My goal m Glasgow was to become 
involved with the artistic community and 



enrich it in some way." Joshua Bayer says. "1 
found that even though a strong musical 
atmosphere did exist, the opportunity to learn 
and play jazz did not. The interest was there, 
and so were the opportunities to perform. So, 
with the aid of the Fort Peck Fine Arts 
Council, a jazz program was established. 

"Northeastern Montana is an area that does 
not have much in the way of ]azz perfor- 
mances or studies," Michael Meyer, of the Fort 
Peck Fine Arts Council explains. Glasgow is a 
town of 3,600 residents. A student of the 
University of Maryland at College Park, Joshua 
found Glasgow a challenge. 

"Experienced jazz musicians were scarce in 
the area." Joshua recalls. "I encountered an 
opportunity to create a jazz ensemble from the 
ground up. 

"My experience in Glasgow was in- 
credibly valuable in the fact that I had the 
chance not only to give something to the 
communitv, but to hone old skills while 




39 



New Mexico • Wadesboro, North Carolina • Duncan, Oklahoma • Somerset, Pennsylvania • Pawtucket, Rhode Island • Selma, Alabama • Blytheville, Arkansas 



40 




* 1 


<3 , ,.§& 


• ".J 


\.w ' 


Ifl i 


> 


i 'M. 


i 




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P*' 



learning new ones. There is a great wealth of 
talent in Glasgow, as well as a desire to learn 
not only jazz, but other forms of music and 
art as well. I am confident that new and 
existing artistic endeavors will continue to 
improve and develop in the area." 



Gallup, New Mexico 
Gallup Area Arts Council 
Rodney Currin, Student 

"Music is a vital part of 
our lives. It affects every 
emotion we have. Music is 
used to communicate... 
Without music our lives 
would be dull, senseless 
and boring." With his phi- 
losophy in hand, Rodney 
Currin set out to teach 
music to 64 children at the 
Gallup Performing Arts 
Academy. A student of 
Winthrop University in 



"Learning to play 

'Mary Had a Little Lamb' 

on the recorder (to me) 

is not an important product. 

But being able to distinguish 

between blues, Dixieland, 

big band, cool, be-bop and 

Latin jazz through musical chairs 

and other movement games - 

that's an immeasurable 

product and an 

understanding 

of the jazz discipline 

that the students 

will remember." 

-Buddy Palmer 



Rock Hill, South Carolina, Rodney brought 
with him his love of choral vocal pre- 
sentation. He inspired many of his students 
to use singing voices they didn't know 
they had. 

The Academy, sponsored by the Gallup 
Area Arts Council, was 
directed by Roseanne Gro- 
ger, its executive director. 
"We have a unique position 
here where we have such a 
wonderfully diverse com- 
munity that is so strongly 
Native American," Roseanne 
said. "One of our greatest 
assets in this area is the chil- 
dren. Making this invest- 
ment in the children will 
come back ten-fold, maybe 
even a hundred-fold. To me, 
when you have happy chil- 
dren, you have a healthy 
community and I've seen 



ortland, Indiana • Glasgow, Montana • Gallup, New Mexico • Wadesboro, North Carolina • Duncan, Oklahoma • Somerset, Pennsylvania • Pawtucket, Rhode 



the children leave here 
happy. They're here because 
they want to be, even wak- 
ing up at 6 a.m. to catch 
their buses." 



Wadesboro, 

North Carolina 
Anson County Arts 

Council 
Carlos Bermudo, Student 
Traditionally a jazz com- 
poser, arranger, performer 
and educator, Carlos decided 
to introduce something dif- 
ferent to the residents of 
Wadesboro, and, with the 
help of Sharon Molica, executive director 
of the Anson County Arts Council, to their 
summer program. When he was told that his 
residency could have a strong emphasis on 
working with students between the ages of 6 
and 16, Carlos was very pleased. 



"Love for the arts 

was planted 

in the twenty-eight children 

Pamela had in her production. 

They helped her write, 

produce, build sets for, 

and perform 

in a musical play 

based upon the history 

of our county. 

On the night of her program, 

many of them begged her 

to stay or return next year 



to continue 
their experience." 



-Rae Glidewell 



A native of Spain, 
Carlos has a unique per- 
spective on being a student, 
musician and resident in 
the United States. As he is 
still learning English and 
American ways, the stu- 
dents in his class were 
quick to want to learn 
about Spam, the Spanish 
language and culture. 
During the music classes, 
Carlos spent time with the 
students by playing his gui- 
tar and other music, talking 
about where he came from, 
and showing them videos 
and pictures of Spain. "This experience was 
very successful and very unique," Carlos says. 
I feel that the kids were very connected with 
me, so 1 will be back with this group ol young 
people soon and we shall share some more 
experiences together." 



41 





Island • Selma, Alabama • Blytheville, Arkansas • Portland, Indiana • Glasgow, Montana • Gallup. New Mexico • Wadesboro, North Carolina • Duncan. Oklahom; 



42 



Duncan, Oklahoma 
Duncan Arts 

and Humanities Council 
Brant Tilds, Student 

"I played a gig in Los 
Angeles Fourth of July night 
until about 3:00 a.m., and 
had just enough time to 
drive back to my apartment, 
get my bags, and get to the 
airport for an 8:30 a.m. 
flight. There was a gun battle 
at the club I worked that 
night, so I had one more 
reason to be happy about 
leaving L.A." 

So began Brant Tilds' 
journey to Duncan, a city of 
21,800 residents. A student 
of the California Institute of 
the Arts, Brant joined forces 
with the Duncan Arts and 
Humanities Council and 
its executive director, 
Dianne Stewart. 

Brant taught students 
about Latin American 
rhythms, had them play per- 
cussion instruments, sing, 
and dance. "The arts are a 
universal language, and in 
my teaching, research and 
performances, I have always 
attempted to bridge the gap 




"Thank you so much 

for extending this opportunity 

to us; it is such a boon 

to small communities 

who would never be able to 

afford a residency of this nature. 

I hope you will offer the same 

opportunity to other 

rural locations who are 

starved for this type 

of arts exposure." 

•Dianne Stewart 



between what is considered 
high art and the indigenous 
arts in this country and 
around the world." 

He also rehearsed and 
performed with the Lawton 
Community Band, as well as 
the Chisholm Trail Com- 
munity Band in Duncan. 

"It was really a wonder- 
ful surprise that people are 
so interested in the arts, and 
they really want more infor- 
mation about what's going 
on. I was stopped on the 
street literally every day by 
people with questions." 

Somerset, Pennsylvania 
Laurel Arts 
Christopher Cook, 
Student 

"There is a tremendous 
amount of music making 
here," reported Christopher 
Cook, a student of Indiana 
University at Bloomington. 
"It's a vibrant community of 
the arts." While in Somerset, 
Pennsylvania, a community of 
65,000 located in the 
southern part of the state, 
Christopher taught area resi- 
dents music composition, 



pmerset, Penns- 



Rhode Island • Selma, Alabama • Blytheville, Arkansas • Portland, Indiana • Glasgow, Montana • Gallup, New Mexico 



appreciation and performance. 

By working with Laurel 
Arts, the Somerset commu- 
nity band, and other groups 
interested in music making, 
Christopher was able to both 
compose and perform for 
the community. "My resi- 
dency is going wonderfully. 
1 am pleased to be involved 
with the site hosts and the 
community at large. We 
are rehearsing a piece I 
composed for the communi- 
ty band. I'm also conduct- 
ing, working with the brass 
section, and doing some 
arranging for a group. 

"There's a real spirit of 
wanting to make music here. 
For example, the people 
who play in a community 
band are there because they 
have a sincere love for 
music. I am inspired when 
working with them." 

Pawtucket, Rhode Island 
Pawtucket Arts Council 
Meredith Mitchell, 
Student 

"I was able to partici- 
pate in the Cultural Roots 
program which introduces 




I remembered... 

To breathe in singing 

Why I like music so much 

That I am special 

How to play a trumpet 

My first day here 

How to sing a solo 

When we made friends 

That I could dance a Polka 

That our town is special 

My first time on stage 

Words my grandma taught me 

-comments 
from community members 




underprivileged children 
to the arts," says Meredith 
Mitchell, a student of the 
Indiana University School 
of Business. She worked 
with the Pawtucket Arts 
Council and its executive 
director, Katherine Valvoda, 
in Pawtucket. She taught 
vocal and instrumental 
classes one to two times 
per week in addition to 
private piano lessons. 

"1 gained valuable expe- 
rience in teaching children, 
an age group 1 had not 
yet worked with. Children 
received hands-on exposure 
to both vocal and instru- 
mental music - something 
unusual for their community. 
And. 1 learned a great deal 
about the Pawtucket 
community b) conducting 
research for a needs assess- 
ment survey for the arts 
council. 

"1 found this experience 
to be very rewarding and 
positive. Ii was a wonderful 
chance to see another area 
ol the countr) . and to work 
with .i very different culture 
1 will never forgei it'" 



43 



Wadesboro, North Carolina • Duncan, Oklahoma • Somerset, Pennsylvania • Pawtucket, Rhode Island • Selma, Alabama • Blytheville, Arkansas • Portland, Indi 













•c. 111. ASOl 

Or, if III 

Bal/li. 
There \ i 

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it. ,- 

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Bin.- V . 
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To lj(lc • 
Tl, ,, 
U„l ,. ; 

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CmhtIib. 

tan, ii. 



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Chicago, Illinois 
Free Street Theater 
Matt Buchanan, Student 

Matt Buchanon, a student of the University of 
Texas at Austin, traveled to Chicago, a city of 
2,784,000 located on Lake Michigan. He worked 
with Free Street Theater and Julie Glazer, 
the executive director, on 
a program called TeenStreet, a 
theater arts and job program 
for inner city youth. 

"Eleven teenagers write 
and rehearse a thirty-minute 
original drama/music/dance 
presentation. We will tour 
this presentation to day 
programs, camps and local 
parks, performing for an 
audience of peers, younger 
children and adults. 

"We have been conducting acting exercis- 
es, improvisational activities, and writing exer- 
cises to try to free up our students' creativity 
and generate material For the presentation. But 
that is only part ol the goal. For me, the mosl 
important thing I am doing is getting these 



kids writing, and creating, and working out 
issues in their lives. All of the material we use 
in the presentation comes directly from the 
original work of the participants. 

"These kids have a voice that deserves to 
be heard." 



The power of the theater is 

an... inestimably important force 

that can be used for education, 

empowerment and social change. 

Programs like this allow us to 

build bridges of understanding 

and communication between 

populations that might otherwise 

never connect at all. 

-Matt Buchanan 



Port Gibson, Mississippi 
Mississippi Cultural 

Crossroads 
Denise Saunders, Sti den i 

Denise, a student of the 
University of California at 
Los Angeles, traveled to Port 
Gibson, a town located near 
the Mississippi River in the 
southern portion of the 
state. She worked with the 
Mississippi Cultural Cross- 
roads and Patty Crosby, executive director ol 
the local arts agency, on a theater projeel that 
touched main members of the community, 
called Daydreamin' and Brainstormin'. 

"Oral histor) plays an enormous role in the 
roots ol this town What better way than to 
take the histor) ol the child and develop it tor 



45 



Chicago, Illinois • Port Gibson, Mississippi • Cape Girardeau. Missouri • Brevard. North Carolina • Deadwood. South Dakota • Mitch 



46 



all to see? Our children are the 
voices of tomorrow. Too many 
times that is forgotten. I wanted 
this piece to celebrate and 
nurture the birth and creation 
of the child. 

"Daydreamin' and Brain- 
stormxn' encouraged them to 
explore their imaginations, tell 
their own stories, investigate 
fears, and express their emo- 
tions, hopes and dreams. 1 
wanted to challenge the young 
audience with the task of 
putting their ideas, thoughts 
and personal histories on stage 
and paper." 



Cape Girardeau, Missouri 
Southeast Missouri Council 

on the Arts 
Lee Soroko, Student 

Lee Soroko, a student at the 
University of Texas at Austin, 
traveled to Cape Girardeau, a 
town of 34,500 residents locat- 
ed in the southeast corner of 
the state. He worked with the Southeast 
Missouri Council on the Arts and Beverly 
Strohmeyer, executive director of the local arts 
agency, on the council's theater workshops. 

Lee conducted a workshop that used masks 
to help the participants reveal themselves in 
new ways. He describes the experience of 





wearing the masks as "almost 
transcendental... your frame of 
reference is instantly different." 
The students used body move- 
ment to give their masks a 
unique personality. At the end 
of each exercise, the students 
wrote entries in journals which 
help build on the character of 
the mask. 

"Theater is life in the imme- 
diate. There is an element of 
risk, and life. There are lessons 
in these workshops for every- 
one. As human beings we tend 
to be afraid of saying the 
wrong thing or making a fool 
of ourselves," Lee says, don- 
ning his mask. "When wearing 
a mask, everything is okay." 



Brevard, North Carolina 
Transylvania County 

Arts Council 
Bridget Carpenter, Student 

"'You're going to Brevard, 
North Carolina.' These are the 
words that began my odyssey." Bridget 
Carpenter, a student at Brown University, trav- 
eled to this town of 6,000 residents. She worked 
with the Transylvania County Arts Council and 
Virginia Ramsey, its executive director. 

"Why I left my cozy beach apartment in Los 
Angeles to come to a southern town where I 



puth Dakota • Morristowr ssee • Beaumont, Texas • Montpelier, Vermont • Metaline Falls, Washington • Chicago, Illinois • Port Gibson, Mississippi 



don't know a single soul? I love theater. That's 
it. I write plays because I can't not write plays." 
Bridget passed on her love for theater to 
students at a community center. They learned 
to write and perform improvisational plays 
based on familiar fairy tales, stage an African 
folk tale, and enact scenes without speaking. 
"It's important to give young actors and artists a 
sense of what they're working towards," Bridget 
states. "The creativity and 
enthusiasm in the communi- 
ty is overwhelming. What is 
really gratifying is watching 
these kids learn that theater 
isn't just messing around on 
stage, it's a discipline." 



Deadwood, South Dakota 
Historic Deadwood 

Arts Council 
Nilo Cruz, Student 

A student of Brown 
University, Nilo Cruz trav- 
eled to Deadwood, a town of 
2,300 residents located in 
the Northern Black Hills. 
Nilo worked with the 
Historic Deadwood Arts 
Council and the community 
on a stage presentation cele- 
brating the history oi the 
community. 

"I have fallen in love with 
these vast expansions oi 




"I firmly support this program - 

a wonderful and adventurous 

opportunity - for its 

cross-pollination in 

acknowledging and promoting 

assistance both to 

the art world 

and rural communities." 

•Nilo Cruz 



American land. I have met very interesting 
people, who have shared their personal history 
with this place, which makes it all the more 
interesting. My days are full of excursions to 
different locations since I'm working very 
closely with the director who is mounting this 
theatrical production. Here, everything is 
sparse, so we are always traveling great dis- 
tances to go from one place to another." 



Mitchell, South Dakota 
Mitchell Area 
Arts Council 
Elizabeth Middleton, 
Student 
Elizabeth Middleton. a 
student at the Universitv oi 

J 

Texas at Austin, brought her 
playwriting skills and her 
experience with children's 
theater to several projects in 
Mitchell, a town o\ 13.800 
residents. In partnership 
with the Oscar Howe Art 
Center, and Pat Boyd, its 
executive director. Elizabeth 
worked with a variety ol dif- 
ferent individuals and 
groups in the community 

One of Elizabeth's mosl 
creative projects was a the- 
ater piece titled "The Work of 
Art." The performance pro- 
ject was based on interviews 



47 



Cape Girardeau, Missouri • Brevard, North Carolina • Deadwood, South Dakota • Mitchell, South Dakota • Morristown, Tennessee • Beaumont. Texas 



48 



with women artists of the region, and included 
both video segments and live performances. 

Elizabeth also designed a children's theater 
program which included a writing workshop, 
creative drama workshops, and technical 
production for all ages. 

Morristown, Tennessee 

Rose Center and Council for the Arts 

Karen Coover, Student 

Karen Coover, a student of the University of 
Nebraska, Omaha, traveled to Morristown, a 
town of 19,000 residents located in the eastern 
tip of the state. There she worked with the Rose 
Center and Council for the Arts and Bill Kornich, 
executive director of the local arts agency. 

Karen worked on the community's produc- 
tion of 'The Wizard of Oz" which featured 
more than 60 teenagers. She also contributed 
to a week-long series in the art center's 
summer arts camp, with 45 students between 
the ages of 11 and 14. 

Her final project was a contemporary 
theater workshop designed to introduce inno- 
vative contemporary theater to high school 




and college-age students who had previous 
experience in theater. This workshop focused 
on monologues, scenes, songs, audition pack- 
ages, and contemporary theater performances. 

Beaumont, Texas 

Southeast Texas Arts Council 

Steve Maillet, Student 

Steve Maillet reached many segments of the 
community in Beaumont, a city of 114,000 
located near the Gulf of Mexico. A student of 
Virginia Polytech and State University, Steve 
traveled to the area to work with the Southeast 
Texas Arts Council and Annette Bertanzetti, 
executive director of the arts council. 

Steve directed shows for area theater camps 
using high school and college students; he con- 
ducted workshops for adults and youth; and he 
initiated an idea with a local theater department 
that will utilize theater in the local correctional 
facilities to assist in prisoner rehabilitation. 

"I feel that this residency is of great value to 
myself and the community. Students learned 
about the nature of theater. These students at 
the very least will be an audience that demands 
true expression from their theater. The youth 
at risk with whom 1 worked are beginning to 
deal with how to move on from where they are 
and leave behind the troubles that brought 
them to the Center in the first place. 

"Many people who had no knowledge of 
each other were brought together because oi 
the residency. 1 saw first hand how theater can 
become a vital part of the life of a community." 



fontpelier, Vermont 



Is, Washington • Chicago, Illinois • Port Gibson, Mississippi • Cape Girardeau, Missouri • Brevard, North Carolina 



Montpelier, Vermont 
Onion River Arts Council 
Rob Handel, Student 

A student of Brown University, Rob Handel 
traveled to Montpelier, the state capital with 
8,000 residents. He worked with the Onion 
River Arts Council and Janet Ressler, its execu- 
tive director. 

The main component of his project was a 
playwriting workshop for beginners through 
advanced playwrights. The goal of the work- 
shop was for each participant to write a short 
play, and the process included short, fun 
writing exercises that focused on character, 
dialogue, structure and environment. The 
students learned the rules of play writing and 
found new ways to break them. 

The participants also experienced how to 
be part of a writing workshop: how to help 
create a supportive environment and exchange 
useful feedback to fellow playwrights. 

Metaline Falls, Washington 
North County Theater 
llsabeth sewell, student 

Lisabeth Sewell, a student at the University ol 
Texas at Austin, traveled to Metaline Falls, a town 
of only 215 residents located near the Canadian 
border in the northeastern corner of the state. 
She worked with the North Count}' Theater and 
Eva Gayle Six, its chief executive. 

Lisabeth taught classes to elementary and 
junior high school students, some ol whom 
drove from more than 60 miles away to attend 




the classes. She had the students do a series of 
theater games and exercises and they became 
accustomed to the idea of 'creative dramatics 
through 'play practice.' They worked on mime 
and improvisational activities, as well. 

Lisabeth also conducted playwriting classes. 
The students learned some fundamentals about 
writing plays, and collaborated on a piece 
together. "1 want to create a forum in which we 
can share ideas and writings. 1 hope to inspire 
and provoke new and different thoughts and 
ideas, and to give a sense of the various forms 
and structures available to the writers 

Not a day goes by when someone (maybe 
a mother ol one ol our young students, or 
someone 1 meet who's heard about the pro- 
gram' 1 doesn'l sa) how appreciative the) arc 
thai I'm here and how great the program 



49 



Deadwood, South Dakota • Mitchell, South Dakota • Morristown, Tennessee • Beaumont, Texas • Montpelier. Vermont • Metaline Falls. Washington • Chicaj 



ISUAL ARTS 



Creede, Colorado 
Creede Arts Council 
Sarah Bird, Student 

Sarah Bird, a sculpture student of the 
California College of Arts 
and Crafts in Oakland, 
traveled to Creede, a town 
of 400 residents. She 
worked with the Creede 
Arts Council and Debbie 
Whitmore of the local arts 
agency. 

"We are designing and 
building a long series of 
tables with unique table- 
tops, such as found 
objects imbedded in the 
surface or mosaic. The 
tables will be located 
outdoors in the canyon 
and run along Willow- 
Creek. It is my hope that 
the tables can function in several ways 
They will be available to those exploring the 




Pi 



canyon and North Creede and to people 

visiting the Mining Museum or walking 

along the creek. 

"I also view the tables as a sculpture 
which will act as a 
symbolic bridge and 
bring people together. 
By their nature, tables 
invite sitting around 
them in conversation 
or in sharing meals and 
stories. In addition to 
this social aspect 1 
am planning to use 
local materials and 
building techniques to 
build the tables. 1 hope 
,^ S the placement, materi- 

JS^ a ' s ar| d form of the 

t<- tables will resonate 

w i t h the st u n n l n g 
physical beauty of the 

site itself and not obstruct the landscape 

of the canyon and creek." 



51 



Creede, Colorado • Creede, Colorado • Creede, Colorado • Creede, Colorado • Creede. Colorado • Crede 



52 



STUDENTS 

Bayer, Joshua 39 

Bermudo, Carlos 41 

Bernier, Don 33 

Bird, Sarah 51 

Briscoe , Dana 33 

Buchanon, Matt 45 

Carpenter, Bridget 46 

Cheng, Long 28 

Clark, Bob 28 

Cook, Christopher 42 

Coover, Karen 48 

Corin, Amy 17 

Cross, Kris 10 

Cruz, Nilo 47 

Curnn, Rodney 40 

Davis, Amy 17 

Ellison, Mary 19 

Engleson, David 29 

Foley, Ann 14 

Friedlaender, Daniel 34 

Gilbert, Charlene 34 

Godfrey, Pamela 38 

Handel, Rob 49 

Harngan, John 31 

Hess, Martha 12 

Kajganich, David 23 

Kidd, Brooke 10 

Knowles, William 37 

Lee, Keith 22 

Lott - Reddick, Rebecca 13 

Maillet, Steve 48 

McCall, Kimberly 29 

McElligott, Matthew 30 



Middleton, Elizabeth 47 

Miller, Cheryl 31 

Mitchell, Meredith 43 

Mortensen, Birgitte 35 

O'Reilly, Michael 27 

Offitzer, Karen 24 

Owens-Pearce, Michele 9 

Pagulayan, Maricel 27 

Perlson, Meryl 32 

Prettyman, Meryl 15 

Richards, Peter 22 

Saunders, Denise 45 

Saavedra, Scarlett 21 

See, Dianne 19 

Setteducato, Jane 9 

Sewell, Lisabeth 49 

Soroko, Lee 46 

Spessard, Kristi 12 

Stokes, Karen 13 

Swamy, Sangeeta 38 

Teichman, Sandra 25 

Tilds, Brant 42 

Trainer, Jane 11 

Voll, Daniel 20 



COMMUNITIES 

Amery, Wisconsin 25 

Anaconda, Montana 29 

Beaumont, Texas 48 

Blytheville, Arkansas 28 

Bly theville , Arkansas 38 

Brevard, North Carolina 46 

Cape Girardeau, Missouri 46 

Catalina, Arizona 19 

Chehalis, Washington 34 

Chicago, Illinois 45 

Corsicana, Texas 14 

Creede, Colorado 51 

Deadwood, South Dakota 47 

Duncan, Oklahoma 42 

Emporia, Kansas 17 

Fort Payne, Alabama 27 

Gallup, New Mexico 40 

Georgetown, South Carolina .33 

Glasgow, Montana 39 

Hopkinsville, Kentucky 17 

Jackson Hole, Wyoming 35 

Jamestown, North Dakota 12 

Kodiak, Alaska 27 

Lancaster, Pennsylvania 13 

Lewisburg, West Virginia 24 

Los Angeles, California 19 

Macon, Georgia 29 

Madison, South Dakota 13 

Manchester, New Hampshire.. 30 

Marksville , Louisiana 10 

McCormick, South Carolina .33 
Metaline Falls, Washington ....49 
Mmot, North Dakota 12 



Mitchell, South Dakota 47 

Monmouth, Illinois 9 

Montpelier , Vermont 49 

Mornstown, Tennessee 48 

Newport, Oregon 32 

Norfolk, Nebraska 11 

Old Forge, New York 31 

Pawtucket, Rhode Island 43 

Port Gibson, Mississippi 45 

Portland, Indiana 38 

Portsmouth, Ohio 31 

Post, Texas 34 

Quincy, California 20 

Salisbury, Maryland 22 

Scottsbluff, Nebraska 22 

Selma, Alabama 37 

Somerset, Pennsylvania 42 

Spencer, Iowa 9 

Stuart, Florida 28 

Twin Falls, Idaho 21 

Twisp, Washington 23 

Wadesboro, North Carolina.... 41 

Winfield, Kansas 10 

Woodstock, Vermont 15 



NEA 

The National Endowment for the 
Arts is an independent federal 
agency created in 1965 to support 
the visual, literary and performing 
arts in order to benefit all 
Americans. For further informa- 
tion, please contact the National 
Endowment for the Arts, Local 
Arts Agencies Program, 1100 
Pennsylvania Avenue, NW, 
Washington, DC, 20506; tele- 
phone 202.682.5431; fax 
202.682.5613. 



NALAA 

The National Assembly of Local 
Arts Agencies is a membership 
organization for local arts agencies, 
organizations and individuals 
interested in community arts 
development. NALAA defines a 
local arts agency as "a community 
organization or an agency of city 
or county government which 
provides financial support, ser- 
vices, or other programs for a 
variety of arts organizations 
and/or individual artists and the 
community as a whole." For fur- 
ther information, please contact 
NALAA, 927 15th Street, NW; 
12th Floor. Washington. D.C. 
20005; telephone 202.371.2830; 
fax 202.371.0424. 



53 




Production Credits 

Project Coordinator 

Delia Reid 



NEA Project Coordinator 

Martha I. Dodson 

Editorial Contributor 

Jennifer Neiman 

Design & Production 

Lisa M. Brzezniak 




Photography 

David Guerrero; cover, pp. 3, 6, 7, 
11, 14,20,21,22,23,31,35,40, 
41, 42, 43, 46, 48, 49, 51, 52-53, 54, 
end pages 

Caidin McCaffrey; cover, pp. 8, 16, 18, 
26, 36, 44, 50 

Lisa M. Brzezniak; pp. 22, 24, 34, 38, 
endpages 

Phil Kopper; p. 33 

Special thanks to all of the program 
participants who provided the remaining 
images used. 



Printing 

Westland Printers 






ONut 



HYPOLITE BORDELON 

HOUSE 

This c. 1820 Creole house is 

typical of the dwellings of 

early Avoyelles Parish families. 

The Bordelon family, who built 

the house, was one of the 

parish's pioneer families. 

Listed on National Register 

of Historic Places in 1980. 



*"nfiTv J uy itiiTrT" '*" " w *- 




70NTP FLIER 



ENOVATION AND RESTORATION OHHe' 

OUGLAS Theater Complex 

FOR THE CITY OF. MACON. GEORGIA 

MAYOR '.GE0RGEM.1SRAEL.III • 

ARCHITECT. JAMESE.TOTH.A.I A. 

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NA.vCON CITY COUNCIL 

. TRIBUTE TO A NATIVE SON - 
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